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Fulston Manor School

Fulston Manor School Everybody matters, everybody succeeds, everybody helps

Design and Technology

 Design and Technology Team
Mrs JL Smith  Head of Creative Arts Faculty
Mrs C Conium  Subject Leader for Design and Technology
Mrs S Bendon Teacher of Design and Technology
Mrs L Bird Teacher of Design and Technology
Mr H Box Teacher of Design and Technology
Mrs J Crawford Teacher I/C of Food Technology
Miss B Greenstreet Teacher of Design and Technology
Mr A Larsen Teacher of Design and Technology

Miss P Lobeck

Teacher of Design and Technology

Our Curriculum Intent

At Fulston Manor, with our Creative Design curriculum, we aim to enable students to become confident and creative thinkers and makers, able to develop their own ideas and concepts in response to personal ideas, questions or problems raised. We want them to be able to work on and develop high quality work, showing the ability to improve and adapt their work through critical conversation, where they can articulate and communicate ideas.

What Will Students Learn In Each Year?

The links below give a detailed breakdown of what is taught in the the curriculum for each year.

Key Stage 3 - Design and Technology

What will my child learn in Year 7?
Term 1

Puzzle

Students will create a 3-piece puzzle consisting of timber, metal, polymer predetermined geometric shapes. Card box packaging will complete the product. Materials theory will be weaved between practical tasks.

Knowledge gained:

  • Health and safety considerations in a D&T workshop
  • Understanding of the properties of materials and the performance of them in functioning solutions

To gain knowledge skills using specialist tools, techniques, processes, equipment and machinery.

Puzzle Preparation Homework Project

Students task is to research into the three materials that they will be using for the puzzle project, Acrylic, Plywood and Aluminium. They will learn how to analyse a product in depth, find out how they can use these materials in everyday life, learn new uses and properties for materials and understand how to recognise these materials. The final product could be in the form of a leaflet, booklet, pamphlet, flash cards or any other type of information page.

Knowledge gained:

  • This will provide them with the foundation knowledge of the three main material groups

An understanding of material groups and their application in the real world.

Term 2

Puzzle

Students will create a 3-piece puzzle consisting of timber, metal, polymer predetermined geometric shapes. Card box packaging will complete the product. Materials theory will be weaved between practical tasks.

Knowledge gained:

  • Health and safety considerations in a D&T workshop
  • Understanding of the properties of materials and the performance of them in functioning solutions

To gain knowledge skills using specialist tools, techniques, processes, equipment and machinery.

Term 3

Memphis Clock

Students will create a working clock in the style of the Memphis Design movement. Students will research Memphis, sketch their own design, plan and fabricate polymer components and assemble their final piece.

Knowledge gained:

  • To communicate design ideas through annotated sketches, detailed plans, 3D and mathematical modelling
  • Analyse the work of the Memphis design movement to develop and broaden their understanding of different design styles
  • Develop specifications to inform design ideas?? to ensure they are innovative, functional and appealing
  • Test, evaluate and refine their ideas and products against the specification
Investigate new and emerging technologies such as ‘fashion and trends’
Term 4

Memphis Clock

Students will create a working clock in the style of the Memphis Design movement. Students will research Memphis, sketch their own design, plan and fabricate polymer components and assemble their final piece.

Knowledge gained:

  • To communicate design ideas through annotated sketches, detailed plans, 3D and mathematical modelling
  • Analyse the work of the Memphis design movement to develop and broaden their understanding of different design styles
  • Develop specifications to inform design ideas?? to ensure they are innovative, functional and appealing
  • Test, evaluate and refine their ideas and products against the specification
Investigate new and emerging technologies such as ‘fashion and trends’
Term 5

Gravity Car

Students will create a gravity propelled car. They will design and make a model car on a predetermined chassis using prior knowledge of soft wood and manufactured boards. They will problem-solve, learn about air resistance, the effect of weight and friction upon performance and develop a car that will compete to travel the furthest from the launch ramp.

Knowledge gained:

  • Ability to identify and solve their own design problems and understand how to amend a problem to affect an efficient solution
  • Developed drawing skills which will enable them to communicate design ideas using sketches, detailed plans, and mathematical modelling
Research of the work of past and present professionals and others to further develop and broaden their understanding
Term 6

Gravity Car

Students will create a gravity propelled car. They will design and make a model car on a predetermined chassis using prior knowledge of soft wood and manufactured boards. They will problem-solve, learn about air resistance, the effect of weight and friction upon performance and develop a car that will compete to travel the furthest from the launch ramp.

Knowledge gained:

  • Ability to identify and solve their own design problems and understand how to amend a problem to affect an efficient solution
  • Developed drawing skills which will enable them to communicate design ideas using sketches, detailed plans, and mathematical modelling
Research of the work of past and present professionals and others to further develop and broaden their understanding
What will my child learn in Year 8?

Year 8 students will be introduction to computer control throughout the year based on a rota system.

To use constructions kits to make fairground models which will be connected to a computer via a controlled interface.

Term 1

Maze

Students will create a ball bearing maze which will introduce iterative design and CAD.

Knowledge:

  • Have the ability to think critically and solve their own design problems
  • Understand the use of materials based on their properties and performance to achieve a working product
  • Develop ideas using digital presentations and computer-based tools.
  • To write a specification to inform the design ideas to make the product interesting and engaging
  • Test out designs, evaluate and develop their ideas against the specification, taking into account the views of intended users and peers
  • Investigate new and emerging technologies by exploring the life cycle assessment of materials
Term 2

Maze

Students will create a ball bearing maze which will introduce iterative design and CAD.

Knowledge:

  • Have the ability to think critically and solve their own design problems
  • Understand the use of materials based on their properties and performance to achieve a working product
  • Develop ideas using digital presentations and computer-based tools.
  • To write a specification to inform the design ideas to make the product interesting and engaging
  • Test out designs, evaluate and develop their ideas against the specification, taking into account the views of intended users and peers
  • Investigate new and emerging technologies by exploring the life cycle assessment of materials
Term 3

Bridges

To create a structure which will bridge a predetermined void. Measured assessment will be determined by adding weight until collapse.

Knowledge:

  • Identify design problems and understand how to solve the problems given to them.
  • Use knowledge of material properties to enhance the performance of structural elements to achieve functioning solutions
  • Develop and communicate design ideas using detailed plans with measurements, 3D and Mathematical modelling
  • Test to deconstruction, evaluate ideas and products against a specification
Term 4

Bridges

To create a structure which will bridge a predetermined void. Measured assessment will be determined by adding weight until collapse.

Knowledge:

  • Identify design problems and understand how to solve the problems given to them.
  • Use knowledge of material properties to enhance the performance of structural elements to achieve functioning solutions
  • Develop and communicate design ideas using detailed plans with measurements, 3D and Mathematical modelling
  • Test to deconstruction, evaluate ideas and products against a specification
Term 5

Elastic Powered Car

Use an iterative design strategy to improve an elastic band powered car.

Knowledge:

  • solve design problems with a suitable outcome
  • Reiterate the properties of materials and the performance of structural elements to achieve high performing solutions.
  • Develop an appreciation and understanding of an iterative design strategy.
  • Make design decisions based on testing and evaluating.
Term 6

Fairground Project

Students will use computer control using Flowol 4 and smart boxes as interfaces. Students will make models of fairgrounds rides and will learn how to program them.

Knowledge:

  • To develop an understanding of electrical systems and use them in their products
  • Students will apply their understanding of computing to program, monitor and control their products
What will my child learn in Year 9?
Term 1

Pull along toy

To create a wheeled pull along themed toy for a young client based on profiling.

Knowledge:

  • Use a variety of approaches (iterative and user-centred design) to generate creative ideas and avoid stereotypical responses.
  • Understand how mechanical systems used in their products allows changes in movement
  • Consider materials properties to be able to choose from a wider, more complex range of materials and components
Investigate new and emerging technologies by considering the consumers choice
Term 2

Pull along toy

To create a wheeled pull along themed toy for a young client based on profiling.

Knowledge:

  • Use a variety of approaches (iterative and user-centred design) to generate creative ideas and avoid stereotypical responses.
  • Understand how mechanical systems used in their products allows changes in movement
  • Consider materials properties to be able to choose from a wider, more complex range of materials and components
Investigate new and emerging technologies by considering the consumers choice
Term 3

Grabber project

To create a devise that helps people pick up objects

Knowledge:

  • Understand how advanced mechanical systems enables changes in movement and force
  • Expand and use the properties of materials and the performance of structural elements to achieve functional solutions
  • To increase understanding of how to reformulate problems given to them
Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
Term 4

Grabber project

To create a devise that helps people pick up objects

Knowledge:

  • Understand how advanced mechanical systems enables changes in movement and force
  • Expand and use the properties of materials and the performance of structural elements to achieve functional solutions
  • To increase understanding of how to reformulate problems given to them
Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
Term 5

Electric Buggy Project

Students will design a product that will use advanced electrical systems to control mechanical systems 

Knowledge:

  • Develop and understanding of how more advanced mechanical systems used in their products allows changes in movement and force
  • understand how more advanced electrical and electronic systems can be powered and used in products
  • apply knowledge on computing and electronics into products that respond to inputs and control outputs using programmable components
Term 6

Electric Buggy Project

Students will design a product that will use advanced electrical systems to control mechanical systems 

Knowledge:

  • Develop and understanding of how more advanced mechanical systems used in their products allows changes in movement and force
  • understand how more advanced electrical and electronic systems can be powered and used in products
  • apply knowledge on computing and electronics into products that respond to inputs and control outputs using programmable components
Year 9 Homework Project 

Barge Homework project

To increase student’s ability to recognise culture and help them to define their own.

Knowledge:

  • Use research and exploration, such as the study of different cultures
  • 3xUnderstand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists

 

Key Stage 3 - Food Technology

What will my child learn in Year 7? 
Term 1
  • Understanding of Health & Safety to include hygiene and food storage.
  • Correct selection of equipment, safe use and accuracy.
  • Knowledge and application of using the cooker; hob and oven.
  • Basic food preparation using fruit, vegetables and bread.
  • Ability to following a recipe.
  • Evaluation of outcomes.
  • Recipes; Fruit Salad, Soup, French Baguette Pizza.
Term 2
  • Development of knowledge and application of weighing & measuring.
  • Basic food preparation using rubbing-in technique.
  • Knowledge and application of using correct liquid quantities to form a dough.
  • Basic food preparation using commodities; flour, butter, sugar, milk.
  • Evaluation of outcomes.
  • Recipes; Scones, Pinwheels, Rock Cakes, Shortbread.
Term 3
  • Development of health & safety awareness.
  • Safe use of equipment and knives.
  • Development of knowledge and application of using the oven.
  • Development of knowledge and understanding as to how to identify if a product is cooked.
  • Basic food preparation using fruit, vegetables and meat.
  • Recipes; Bread Rolls, Pizza, Chow Mein, Fajitas.
Term 4
  • Understanding of Health & Safety to include hygiene and food storage.
  • Correct selection of equipment, safe use and accuracy.
  • Knowledge and application of using the cooker; hob and oven.
  • Basic food preparation using fruit, vegetables and bread.
  • Ability to following a recipe.
  • Evaluation of outcomes.
  • Recipes; Fruit Salad, Soup, French Baguette Pizza.
Term 5
  • Development of knowledge and application of weighing & measuring.
  • Basic food preparation using rubbing-in technique.
  • Knowledge and application of using correct liquid quantities to form a dough.
  • Basic food preparation using commodities; flour, butter, sugar, milk.
  • Evaluation of outcomes.
  • Recipes; Scones, Pinwheels, Rock Cakes, Shortbread.
Term 6
  • Development of health & safety awareness.
  • Safe use of equipment and knives.
  • Development of knowledge and application of using the oven.
  • Development of knowledge and understanding as to how to identify if a product is cooked.
  • Basic food preparation using fruit, vegetables and meat.
  • Recipes; Bread Rolls, Pizza, Chow Mein, Fajitas.
What will my child learn in Year 8? 
Term 1
  • Healthy Eating, focusing on Fat, Sugar, Salt and Fibre.
  • Understanding of ingredients and modifying a recipe (creativity).
  • Food preparation and following a recipe.
  • Application of rubbing-in, creaming techniques and the method of cooking baking.
  • Evaluation of outcomes.
  • Recipes; Fairy Cakes, Muffins, Pasties.
Term 2
  • Understanding of staples used by LEDCs.
  • Nutrition; Carbohydrates, Protein and Fat.
  • Understanding and application of adapting a recipe.
  • Basic food preparation of commodities meat, vegetables, pasta.
  • Application of rubbing-in and creaming technique, different methods of cooking, controlling the hob temperature.
  • Recipes; Crumble, Ratatouille, Bolognese, Dhansak, Cheese & Potato Bake, Cottage Pie.
Term 3
  • Basic knowledge of ingredients, product analysis and development.
  • Understanding of ingredients and modifying a recipe.
  • Food preparation of basic commodities.
  • Application of understanding of ingredients and recipe development, pastry making, shaping, lining and baking.
  • Recipes; Cheesecake, Fruit pie, Bakewell Tarts, Wholemeal pastry product.
Term 4
  • Healthy Eating, focusing on Fat, Sugar, Salt and Fibre.
  • Understanding of ingredients and modifying a recipe (creativity).
  • Food preparation and following a recipe.
  • Application of rubbing-in, creaming techniques and the method of cooking baking.
  • Evaluation of outcomes.
  • Recipes; Fairy Cakes, Muffins, Pasties.
Term 5
  • Understanding of staples used by LEDCs.
  • Nutrition; Carbohydrates, Protein and Fat.
  • Understanding and application of adapting a recipe.
  • Basic food preparation of commodities meat, vegetables, pasta.
  • Application of rubbing-in and creaming technique, different methods of cooking, controlling the hob temperature.
  • Recipes; Crumble, Ratatouille, Bolognese, Dhansak, Cheese & Potato Bake, Cottage Pie.
Term 6
  • Basic knowledge of ingredients, product analysis and development.
  • Understanding of ingredients and modifying a recipe.
  • Food preparation of basic commodities.
  • Application of understanding of ingredients and recipe development, pastry making, shaping, lining and baking.
  • Recipes; Cheesecake, Fruit pie, Bakewell Tarts, Wholemeal pastry product.

 

Key Stage 4

What will my child learn in Year 10?
Term 1

Using the program stipulated by Design technology GCSE SOW, teachers with specialist knowledge and practical experience will challenge students by initiating assignments which will target examination board assessment objectives. Therefore, learners will be able to explore, research, acquire techniques and develop their skills, knowledge and understanding in a range of approaches specific to Design Technology.

Teachers will introduce the design process in the form of real-world problems. These will grow in complexity as students approach their NEA. Key elements of the Design technology national curriculum will be interwoven.

Example projects:

• Clay bottle holder

• Plywood lamp

• Batch processed dice

Term 2

Using the program stipulated by Design technology GCSE SOW, teachers with specialist knowledge and practical experience will challenge students by initiating assignments which will target examination board assessment objectives. Therefore, learners will be able to explore, research, acquire techniques and develop their skills, knowledge and understanding in a range of approaches specific to Design Technology.

Teachers will introduce the design process in the form of real-world problems. These will grow in complexity as students approach their NEA. Key elements of the Design technology national curriculum will be interwoven.

Example projects:

• Clay bottle holder

• Plywood lamp

• Batch processed dice

Term 3

Using the program stipulated by Design technology GCSE SOW, teachers with specialist knowledge and practical experience will challenge students by initiating assignments which will target examination board assessment objectives. Therefore, learners will be able to explore, research, acquire techniques and develop their skills, knowledge and understanding in a range of approaches specific to Design Technology.

Teachers will introduce the design process in the form of real-world problems. These will grow in complexity as students approach their NEA. Key elements of the Design technology national curriculum will be interwoven.

Example projects:

• Clay bottle holder

• Plywood lamp

• Batch processed dice

Term 4

Using the programme stipulated by Design technology GCSE SOW, teachers with specialist knowledge and practical experience will challenge students by initiating assignments which will target examination board assessment objectives. Therefore, learners will be able to explore, research, acquire techniques and develop their skills, knowledge and understanding in a range of approaches specific to Design Technology.

Teachers will introduce the design process in the form of real-world problems. These will grow in complexity as students approach their NEA. Key elements of the Design technology national curriculum will be interwoven.

Example projects:

• Clay bottle holder

• Plywood lamp

• Batch processed dice

Term 5

NEA

Students will be required to choose from three contextual challenges set out by the exam board. This will provide a starting point for a design challenge which students will complete in the form of a PowerPoint document and a manufactured product.

Term 6

NEA

Students will be required to choose from three contextual challenges set out by the exam board. This will provide a starting point for a design challenge which students will complete in the form of a PowerPoint document and a manufactured product.

What will my child learn in Year 11?
Term 1
  • Continuation of NEA and theory
Term 2
  • Continuation of NEA and theory
  • PP Exams
Term 3
  • Completion of NEA
Term 4
  • Theory
Term 5
  • Theory

 

Key Stage 5

What will my child learn in Year 12?
Term 1

Skills, Knowledge, Media and Techniques

Themes of advanced study will enhance students theoretical and practical skill set and enable them to understand and address the assessment objectives of exam board moderated Components 1 and 2.

The intentions of the assignments are to enable learners to develop:

  • Intellectual, imaginative and creative skills
  • Investigative, analytical, experimental, practical technical and expressive skills, aesthetic understanding, and critical judgement
  • Independence of mind in developing, refining, and communicating their own ideas, their own intentions and their own personal outcomes
  • The experience of working with a broad range of media
  • It is also the intent that teachers will encourage skills to develop throughout this preparatory phase
Term 2

Skills, Knowledge, Media and Techniques

Themes of advanced study will enhance students theoretical and practical skill set and enable them to understand and address the assessment objectives of exam board moderated Components 1 and 2.

The intentions of the assignments are to enable learners to develop:

  • Intellectual, imaginative and creative skills
  • Investigative, analytical, experimental, practical technical and expressive skills, aesthetic understanding, and critical judgement
  • Independence of mind in developing, refining, and communicating their own ideas, their own intentions and their own personal outcomes
  • The experience of working with a broad range of media
  • It is also the intent that teachers will encourage skills to develop throughout this preparatory phase
Term 3

Skills, Knowledge, Media and Techniques

Themes of advanced study will enhance students theoretical and practical skill set and enable them to understand and address the assessment objectives of exam board moderated Components 1 and 2.

The intentions of the assignments are to enable learners to develop:

  • Intellectual, imaginative and creative skills
  • Investigative, analytical, experimental, practical technical and expressive skills, aesthetic understanding, and critical judgement
  • Independence of mind in developing, refining, and communicating their own ideas, their own intentions and their own personal outcomes
  • The experience of working with a broad range of media
  • It is also the intent that teachers will encourage skills to develop throughout this preparatory phase
Term 4

Component 1

Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material which will be presented as passages of continuous prose incorporated within the practical work. The focus of the investigation must be identified independently by the student and must lead to a finished manufactured outcome or a series of related finished outcomes.

It is intended that learners will be able to evidence that they have:

  • Independently developed ideas through sustained and focused investigations in response to a given starting point
  • Produced material informed by contextual and other sources that informs the development of their practical work
  • Explored ideas, techniques or processes appropriate to their chosen specialism(s)
  • Recorded observations from sources relevant to intentions
  • Critically reviewed and refined their work as it progresses

It is the intent that teachers will encourage these skills to develop throughout Component 1, that skill development will be evident in their outcomes and in their confident and independent approach into Component 2.

Term 5

Component 1

Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material which will be presented as passages of continuous prose incorporated within the practical work. The focus of the investigation must be identified independently by the student and must lead to a finished manufactured outcome or a series of related finished outcomes.

It is intended that learners will be able to evidence that they have:

  • Independently developed ideas through sustained and focused investigations in response to a given starting point
  • Produced material informed by contextual and other sources that informs the development of their practical work
  • Explored ideas, techniques or processes appropriate to their chosen specialism(s)
  • Recorded observations from sources relevant to intentions
  • Critically reviewed and refined their work as it progresses

It is the intent that teachers will encourage these skills to develop throughout Component 1, that skill development will be evident in their outcomes and in their confident and independent approach into Component 2.

Term 6

Component 1

Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material which will be presented as passages of continuous prose incorporated within the practical work. The focus of the investigation must be identified independently by the student and must lead to a finished manufactured outcome or a series of related finished outcomes.

It is intended that learners will be able to evidence that they have:

  • Independently developed ideas through sustained and focused investigations in response to a given starting point
  • Produced material informed by contextual and other sources that informs the development of their practical work
  • Explored ideas, techniques or processes appropriate to their chosen specialism(s)
  • Recorded observations from sources relevant to intentions
  • Critically reviewed and refined their work as it progresses

It is the intent that teachers will encourage these skills to develop throughout Component 1, that skill development will be evident in their outcomes and in their confident and independent approach into Component 2.

What will my child learn in Year 13?

 

Term 1

Component 1

Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material which will be presented as passages of continuous prose incorporated within the practical work. The focus of the investigation must be identified independently by the student and must lead to a finished manufactured outcome or a series of related finished outcomes.

It is intended that learners will be able to evidence that they have:

  • Independently developed ideas through sustained and focused investigations in response to a given starting point
  • Produced material informed by contextual and other sources that informs the development of their practical work
  • Explored ideas, techniques or processes appropriate to their chosen specialism(s)
  • Recorded observations from sources relevant to intentions
  • Critically reviewed and refined their work as it progresses

It is the intent that teachers will encourage these skills to develop throughout Component 1, that skill development will be evident in their outcomes and in their confident and independent approach into Component 2.

Term 2

Component 1

Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material which will be presented as passages of continuous prose incorporated within the practical work. The focus of the investigation must be identified independently by the student and must lead to a finished manufactured outcome or a series of related finished outcomes.

It is intended that learners will be able to evidence that they have:

  • Independently developed ideas through sustained and focused investigations in response to a given starting point
  • Produced material informed by contextual and other sources that informs the development of their practical work
  • Explored ideas, techniques or processes appropriate to their chosen specialism(s)
  • Recorded observations from sources relevant to intentions
  • Critically reviewed and refined their work as it progresses

It is the intent that teachers will encourage these skills to develop throughout Component 1, that skill development will be evident in their outcomes and in their confident and independent approach into Component 2.

Term 3

PPE Exam

Externally set task

It is intended that learners will be able to evidence that they have:

  • Independently developed ideas through sustained and focused investigations in response to a given starting point
  • Produced material informed by contextual and other sources that informs the development of their practical work
  • Explored ideas, techniques, or processes appropriate to their chosen specialism(s)
  • Recorded observations from sources relevant to intentions
  • Critically reviewed and refined their work as it progresses
  • Used their planning and preparation to produce coherent realisation(s)/outcome(s)
  • Created a final outcome at an advanced level during a 3-day exam.

Student and staff welfare, diversity and inclusively will be an overarching objective throughout.

Term 4

PPE Exam

Externally set task

It is intended that learners will be able to evidence that they have:

  • Independently developed ideas through sustained and focused investigations in response to a given starting point
  • Produced material informed by contextual and other sources that informs the development of their practical work
  • Explored ideas, techniques, or processes appropriate to their chosen specialism(s)
  • Recorded observations from sources relevant to intentions
  • Critically reviewed and refined their work as it progresses
  • Used their planning and preparation to produce coherent realisation(s)/outcome(s)
  • Created a final outcome at an advanced level during a 3-day exam.

Student and staff welfare, diversity and inclusively will be an overarching objective throughout.

Term 5

PPE Exam

Externally set task

It is intended that learners will be able to evidence that they have:

  • Independently developed ideas through sustained and focused investigations in response to a given starting point
  • Produced material informed by contextual and other sources that informs the development of their practical work
  • Explored ideas, techniques, or processes appropriate to their chosen specialism(s)
  • Recorded observations from sources relevant to intentions
  • Critically reviewed and refined their work as it progresses
  • Used their planning and preparation to produce coherent realisation(s)/outcome(s)
  • Created a final outcome at an advanced level during a 3-day exam.

Student and staff welfare, diversity and inclusively will be an overarching objective throughout.

Term 6

PPE Exam

Externally set task

It is intended that learners will be able to evidence that they have:

  • Independently developed ideas through sustained and focused investigations in response to a given starting point
  • Produced material informed by contextual and other sources that informs the development of their practical work
  • Explored ideas, techniques, or processes appropriate to their chosen specialism(s)
  • Recorded observations from sources relevant to intentions
  • Critically reviewed and refined their work as it progresses
  • Used their planning and preparation to produce coherent realisation(s)/outcome(s)
  • Created a final outcome at an advanced level during a 3-day exam.

Student and staff welfare, diversity and inclusively will be an overarching objective throughout.

 

Accommodation and Resources

The design technology department is located in the Y Block, alongside Art where we have 3 specialist multimedia workshops and one specialist Food Technology room.